Implementation of ICT in Education

Delić-Zimić, Amina; Gadžo, Naida

doi:10.1007/978-3-319-71321-2_18

Cited by 10 publications

(1 citation statement)

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“…Its utilization has not only improved the effectiveness of teaching and learning in classrooms by focusing on learners' needs and outcomes but has also encouraged teachers to employ it as a tool to connect traditional methods with the modern educational demands, fostering overall learner development (Gray & Lewis, 2021). An examination of its implementation across various levels and settings reveals the swift adoption of diverse information and communication technologies, serving as catalysts to augment the learning process (Delić-Zimić & Gadžo, 2018;Gupta & Fisher, 2012;Nwobi, Ngozi, Rufina & Ogbonnaya, 2016;Tonui, Kerich & Koross, 2017;Ahmadi, Keshavarzi & Foroutan, 2011). Nevertheless, establishing student-centered learning environments in classrooms through technology is achievable.…”

Section: Introductionmentioning

confidence: 99%

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

Turmuzi,

Suharta,

Astawa

et al. 2024

J. Technol. Sci. Educ.

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The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.

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Section: Introductionmentioning

confidence: 99%